Download Field Biology - Blue Valley Schools

BLUE VALLEY DISTRICT CURRICULUM
Science | Field Biology
ORGANIZING THEME/TOPIC
UNIT 1: PRAIRIE/GRASSLANDS
Flora
Fauna
Human Impact
UNIT 2: FRESH WATER
Fauna
Human Impact
UNIT 3: FOREST
Flora
Fauna
Human Impact
EDUCATION SERVICES | Curriculum & Instruction
FOCUS STANDARDS & SKILLS
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and
flow of energy among organisms in an ecosystem.
Science & Engineering Practice (s):
 Using Mathematics and Computational Thinking: Use mathematical representations of
phenomena or design solutions to support claims.
Disciplinary Core Idea (s):
 LS2.B: Cycles of Matter and Energy Transfer in Ecosystems: Plants or algae form the
lowest level of the food web. At each link upward in a food web, only a small fraction of the
matter consumed at the lower level is transferred upward, to produce growth and release
energy in cellular respiration at the higher level. Given this inefficiency, there are generally
fewer organisms at higher levels of a food web. Some matter reacts to release energy for life
functions, some matter is stored in newly made structures, and much is discarded. The
chemical elements that make up the molecules of organisms pass through food webs and into
and out of the atmosphere and soil, and they are combined and recombined in different ways.
At each link in an ecosystem, matter and energy are conserved.
Crosscutting Concept (s):
 Energy and Matter: Energy cannot be created or destroyed—it only moves between one
place and another place, between objects and/or fields, or between systems.
3/15/2015
ORGANIZING THEME/TOPIC
UNIT 1: PRAIRIE/GRASSLANDS
Flora
Fauna
Human Impact
UNIT 2: FRESH WATER
Fauna
Human Impact
UNIT 3: FOREST
Flora
Fauna
Human Impact
FOCUS STANDARDS & SKILLS
HS-LS2-1. Use mathematical and/or computational representations to support explanations of
factors that affect carrying capacity of ecosystems at different scales.
Science & Engineering Practice (s):
 Using Mathematics and Computational Thinking: Use mathematical and/or computational
representations of phenomena or design solutions to support explanations.
Disciplinary Core Idea (s):
 LS2.A: Interdependent Relationships in Ecosystems: Ecosystems have carrying
capacities, which are limits to the numbers of organisms and populations they can support.
These limits result from such factors as the availability of living and nonliving resources and
from such challenges such as predation, competition, and disease. Organisms would have the
capacity to produce populations of great size were it not for the fact that environments and
resources are finite. This fundamental tension affects the abundance (number of individuals)
of species in any given ecosystem.
Crosscutting Concept (s):
 Scale, Proportion, and Quantity: The significance of a phenomenon is dependent on the
scale, proportion, and quantity at which it occurs.
HS-LS2-2. Use mathematical representations to support and revise explanations based on
evidence about factors affecting biodiversity and populations in ecosystems of different
scales.
Science & Engineering Practice (s):
 Using Mathematics and Computational Thinking: Use mathematical representations of
phenomena or design solutions to support and revise explanations.
Disciplinary Core Idea (s):
 LS2.C: Ecosystem Dynamics, Functioning, and Resilience: A complex set of interactions
within an ecosystem can keep its numbers and types of organisms relatively constant over
long periods of time under stable conditions. If a modest biological or physical disturbance to
an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is
resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in
conditions or the size of any population, however, can challenge the functioning of
ecosystems in terms of resources and habitat availability.
Crosscutting Concept (s):
 Scale, Proportion, and Quantity: Using the concept of orders of magnitude allows one to
understand how a model at one scale relates to a model at another scale.
EDUCATION SERVICES | Curriculum & Instruction
3/15/2015
ORGANIZING THEME/TOPIC
UNIT 1: PRAIRIE/GRASSLANDS
Flora
Fauna
Human Impact
UNIT 2: FRESH WATER
Fauna
Human Impact
UNIT 3: FOREST
Flora
Fauna
Human Impact
EDUCATION SERVICES | Curriculum & Instruction
FOCUS STANDARDS & SKILLS
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in
ecosystems maintain relatively consistent numbers and types of organisms in stable
conditions, but changing conditions may result in a new ecosystem.
Science & Engineering Practice (s):
 Using Mathematics and Computational Thinking: Create or revise a simulation of a
phenomenon, designed device, process, or system.
Disciplinary Core Idea (s):
 LS2.C: Ecosystem Dynamics, Functioning, and Resilience: A complex set of interactions
within an ecosystem can keep its numbers and types of organisms relatively constant over
long periods of time under stable conditions. If a modest biological or physical disturbance to
an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is
resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in
conditions or the size of any population, however, can challenge the functioning of
ecosystems in terms of resources and habitat availability.
Crosscutting Concept (s):
 Stability and Change: Much of science deals with constructing explanations of how things
change and how they remain stable.
3/15/2015
ORGANIZING THEME/TOPIC
UNIT 1: PRAIRIE/GRASSLANDS
Flora
Fauna
Human Impact
UNIT 2: FRESH WATER
Fauna
Human Impact
UNIT 3: FOREST
Flora
Fauna
Human Impact
FOCUS STANDARDS & SKILLS
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities
on the environment and biodiversity.
Science & Engineering Practice (s):
 Constructing Explanations and Designing Solutions: Design, evaluate, and refine a
solution to a complex real-world problem, based on scientific knowledge, student-generated
sources of evidence, prioritized criteria, and tradeoff considerations.
Disciplinary Core Idea (s):
 LS2.C: Ecosystem Dynamics, Functioning, and Resilience: Moreover, anthropogenic
changes (induced by human activity) in the environment—including habitat destruction,
pollution, introduction of invasive species, overexploitation, and climate change—can disrupt
an ecosystem and threaten the survival of some species.
 LS4.D: Biodiversity and Humans: Biodiversity is increased by the formation of new
species (speciation) and decreased by the loss of species (extinction).
Crosscutting Concept (s):
 Stability and Change: Much of science deals with constructing explanations of how things
change and how they remain stable.
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’
chances to survive and reproduce.
Science & Engineering Practice (s):
 Engaging in Argument from Evidence: Evaluate the evidence behind currently accepted
explanations or solutions to determine the merits of arguments.
Disciplinary Core Idea (s):
 LS2.D: Social Interactions and Group Behavior: Group behavior has evolved because
membership can increase the chances of survival for individuals and their genetic relatives.
Crosscutting Concept (s):
 Cause and Effect: Empirical evidence is required to differentiate between cause and
correlation and make claims about specific causes and effects.
EDUCATION SERVICES | Curriculum & Instruction
3/15/2015
ORGANIZING THEME/TOPIC
UNIT 1: PRAIRIE/GRASSLANDS
Flora
Fauna
Human Impact
UNIT 2: FRESH WATER
Fauna
Human Impact
UNIT 3: FOREST
Flora
Fauna
Human Impact
FOCUS STANDARDS & SKILLS
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms
with an advantageous heritable trait tend to increase in proportion to organisms lacking this
trait.
Science & Engineering Practice (s):
 Analyzing and Interpreting Data: Apply concepts of statistics and probability (including
determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to
scientific and engineering questions and problems, using digital tools when feasible.
Disciplinary Core Idea (s):
 LS4.C: Adaptation: Adaptation also means that the distribution of traits in a population
can change when conditions change.
 LS4.B: Natural Selection: The traits that positively affect survival are more likely to be
reproduced, and thus are more common in the population.
Crosscutting Concept (s):
 Patterns: Different patterns may be observed at each of the scales at which a system is
studied and can provide evidence for causality in explanations of phenomena.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of
human activity on biodiversity.
Science & Engineering Practice (s):
 Using Mathematics and Computational Thinking: Create or revise a simulation of a
phenomenon, designed device, process, or system.
Disciplinary Core Idea (s):
 LS4.C: Adaptation: Changes in the physical environment, whether naturally occurring or
human induced, have thus contributed to the expansion of some species, the emergence of
new distinct species as populations diverge under different conditions, and the decline–and
sometimes the extinction–of some species.
Crosscutting Concept (s):
 Cause and Effect: Empirical evidence is required to differentiate between cause and
correlation and make claims about specific causes and effects.
EDUCATION SERVICES | Curriculum & Instruction
3/15/2015
ORGANIZING THEME/TOPIC
UNIT 1: PRAIRIE/GRASSLANDS
Flora
Fauna
Human Impact
UNIT 2: FRESH WATER
Fauna
Human Impact
FOCUS STANDARDS & SKILLS
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions
may result in: (1) increases in the number of individuals of some species, (2) the emergence
of new species over time, and (3) the extinction of other species.
Science & Engineering Practice (s):
 Engaging in Argument from Evidence: Evaluate the evidence behind currently accepted
explanations or solutions to determine the merits of arguments.
Disciplinary Core Idea (s):
 LS4.C: Adaptation: Species become extinct because they can no longer survive and
reproduce in their altered environment. If members cannot adjust to change that is too fast or
drastic, the opportunity for the species’ evolution is lost. (HS-LS4-5)
Crosscutting Concept (s):
 Cause and Effect: Empirical evidence is required to differentiate between cause and
correlation and make claims about specific causes and effects.
UNIT 3: FOREST
Flora
Fauna
Human Impact
EDUCATION SERVICES | Curriculum & Instruction
3/15/2015
ORGANIZING THEME/TOPIC
ENDANGERED SPECIES PROJECT
Flora
Fauna
Human Impact
FOCUS STANDARDS & SKILLS
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms
with an advantageous heritable trait tend to increase in proportion to organisms lacking this
trait.
Science & Engineering Practice (s):
 Analyzing and Interpreting Data: Apply concepts of statistics and probability (including
determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to
scientific and engineering questions and problems, using digital tools when feasible.
Disciplinary Core Idea (s):
 LS4.C: Adaptation: Adaptation also means that the distribution of traits in a population
can change when conditions change.
 LS4.B: Natural Selection: The traits that positively affect survival are more likely to be
reproduced, and thus are more common in the population.
Crosscutting Concept (s):
 Patterns: Different patterns may be observed at each of the scales at which a system is
studied and can provide evidence for causality in explanations of phenomena.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of
human activity on biodiversity.
Science & Engineering Practice (s):
 Using Mathematics and Computational Thinking: Create or revise a simulation of a
phenomenon, designed device, process, or system.
Disciplinary Core Idea (s):
 LS4.C: Adaptation: Changes in the physical environment, whether naturally occurring or
human induced, have thus contributed to the expansion of some species, the emergence of
new distinct species as populations diverge under different conditions, and the decline–and
sometimes the extinction–of some species.
Crosscutting Concept (s):
 Cause and Effect: Empirical evidence is required to differentiate between cause and
correlation and make claims about specific causes and effects.

EDUCATION SERVICES | Curriculum & Instruction
3/15/2015
ORGANIZING THEME/TOPIC
ENDANGERED SPECIES PROJECT
(continued)
FOCUS STANDARDS & SKILLS
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions
may result in: (1) increases in the number of individuals of some species, (2) the emergence
of new species over time, and (3) the extinction of other species.
Science & Engineering Practice (s):
 Engaging in Argument from Evidence: Evaluate the evidence behind currently accepted
explanations or solutions to determine the merits of arguments.
Disciplinary Core Idea (s):
 LS4.C: Adaptation: Species become extinct because they can no longer survive and
reproduce in their altered environment. If members cannot adjust to change that is too fast or
drastic, the opportunity for the species’ evolution is lost. (HS-LS4-5)
Crosscutting Concept (s):
 Cause and Effect: Empirical evidence is required to differentiate between cause and
correlation and make claims about specific causes and effects.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities
on the environment and biodiversity.
Science & Engineering Practice (s):
 Constructing Explanations and Designing Solutions: Design, evaluate, and refine a
solution to a complex real-world problem, based on scientific knowledge, student-generated
sources of evidence, prioritized criteria, and tradeoff considerations.
Disciplinary Core Idea (s):
 LS2.C: Ecosystem Dynamics, Functioning, and Resilience: Moreover, anthropogenic
changes (induced by human activity) in the environment—including habitat destruction,
pollution, introduction of invasive species, overexploitation, and climate change—can disrupt
an ecosystem and threaten the survival of some species.
 LS4.D: Biodiversity and Humans: Biodiversity is increased by the formation of new
species (speciation) and decreased by the loss of species (extinction).
Crosscutting Concept (s):
 Stability and Change: Much of science deals with constructing explanations of how things
change and how they remain stable.
EDUCATION SERVICES | Curriculum & Instruction
3/15/2015